A alfabetização científica no ensino de ciências dos anos iniciais do ensino fundamental por meio da experimentação

Abstract

This article is the result of a literature review on Scientific Literacy (SC) in science teaching in the early years of Elementary School, through experimentation. CA is important to seek to form subjects critical to scientific knowledge, as the majority of the population uses and lives with countless products of science and technology. However, little is reflected on the processes involved in the production of these products, and scientific knowledge is considered something distant from society. In this way, this research intends to problematize, how scientific knowledge should be worked at school, in science teaching, to create opportunities for Scientific Literacy (CA) of students. Therefore, the question that guides this research work is: How can experimentation in science classes in the early years of Elementary School contribute to the development of students' CA (Scientific Literacy)? When working on this approach in the early years of Science teaching, it is sought that the student begins to understand the world and its changes, allowing him to see himself as a participatory member in the world. Scientific literacy can be significantly developed through experimentation, where the teacher must consider the students' prior knowledge, providing opportunities for reflection on issues related to Science, its implications for the environment, providing work on topics of social interest in school spaces, enabling thus the experience of citizenship and the formation of values in this very important space. It was then found that teaching and learning tends to be better when students actively participate in investigative experimentation.